Résumé:
Oral corrected feedback in speaking is a very important tool in the development of students’ speaking skill support. Recent research has shown that little attention has been paid to Algerian University EFL teachers and EFL students’ views regarding oral corrective feedback
.To fill this gap, this study investigates the opinion of EFL teachers on their oral corrective
feedback practices in classrooms and their students’ reaction and references about oral
corrective feedback. A mixed-method approach was chosen to collect both qualitative and
quantitative data from different participants through binary data collection tools, namely
questionnaires and interviews. The study was administered to third year LMD students and EFL teachers at the Abdelhamid Ibn Badis department of English, University of Mostaganem.
Findings showed that both participants have positive attitudes toward oral corrective feedback (OCF), agreeing on the same time of receiving OCF which is delayed feedback. Additionally, findings showed that both participants demonstrated a great tendency toward direct feedback, yet teachers allocated highest preferences to metalinguistic feedback as one of the types of OFC and students preferred elicitation feedback.
